Multilingual learners are sitting in most classrooms today. How do we support English language learners (ELL) students’ learning in math, science and social studies while they navigate the language and cultural barriers of their emergent bilingualism? We look at some research on how taking responsibility for our own cultural and linguistic perspective as teachers can help.
Later, we discuss another listener recommendation. Sensemaking is an important cognitive process that is subtly distinct from thinking, planning and answering. Understanding the unique process of sensemaking leads to ways we can support it with our students.
Kelly Kluthe joins us for the Peer Review this month to share a beer from her favorite brewery while she shares her progress in implementing standards-based grading in two very different school districts.
- First Segment – 0:59 – English Language Learners
- Second Segment – 21:12 – Sensemaking
- Third Segment – 32:40 – Peer Review: Kelly Kluthe’s Standards-based Grades
- “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners
Bacon, Chris K. “‘It’s Not Really My Job’: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners.” Journal of Teacher Education, no. Advance Online Publication (June 21, 2018): 0022487118783188. https://doi.org/10.1177/0022487118783188.
Odden, T. O. B., & Russ, R. S. Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science Education.
We drink Serenata Notturna, a barrel-aged sour American wild ale from Crooked Stave Artisan Beer Project in Denver, CO.